Understanding Sensory Seeking Behaviours in Children: A Case Study

This article aims to help parents, carers, and professionals gain an understanding of sensory seeking behaviours in children.

Child development relies on how children perceive and understand the world through their senses. This process, called sensory integration, is how the nervous system organises signals from the body and the environment so that a child can respond and interact effectively (Manfredi & Kelceoglu, n.d.).

For some children, this process doesn’t function in the same way. Their brains may struggle to filter, balance, or interpret sensory input, leading to what we often refer to as sensory processing differences. These differences are not solely about sensitivity to sounds, textures, or movement; they can influence how a child behaves, learns, and interacts with others (O’Donnell et al., 2012; Kukreti & Varma, 2015).

Research indicates that sensory processing challenges are particularly common among children with neurodevelopmental conditions such as autism spectrum disorder (ASD) (Weitlauf et al., 2017). However, they are not limited to these diagnoses. Many children, at various stages, can exhibit signs of sensory seeking or avoidance.

Understanding these needs is important. When parents and professionals recognise the reasons behind a child’s behaviour, they can respond with support rather than frustration. Creating environments that accept sensory differences, at home, in school, and in the community, helps children feel safe, included, and able to flourish.

What Are Sensory-Seeking Behaviours in Children?

Sensory seeking is a behaviour within sensory processing differences. It refers to when a child actively seeks or craves extra sensory input to feel balanced (Ashburner, Ziviani & Rodger, 2008). This can manifest across various sensory domains — movement (vestibular), body awareness (proprioceptive), touch, sound, sight, smell, or taste.

The behaviours themselves can appear unusual, but they serve a purpose for the child. A child might spin repeatedly, bump into furniture, chew on objects that aren’t food, or make loud noises because their body is seeking stimulation. These actions are not about being naughty or defiant. More often, they are the child’s way of regulating their energy levels or making sense of the information their body is receiving (Piccardi, Johnson & Gliga, 2020). Parents may notice these behaviours most during play, mealtimes, or transitions between activities.

There is an ongoing debate about whether sensory processing disorder (SPD) should be regarded as a distinct diagnosis. Nevertheless, difficulties with processing or tolerating sensory input are widely acknowledged, and they can be part of many developmental and behavioural conditions (O’Donnell et al., 2012).

Let us examine a hypothetical example.

Leo is a six-year-old boy attending a mainstream primary school. His parents initially sought professional advice because they were concerned about his behaviour both at home and at school, as well as his difficulties in forming connections with other children.

In the classroom, his teacher observed that Leo often struggled to stay seated. He would tap pencils on the desk, hum to himself during lessons, and look for opportunities to swing or spin whenever possible. During break times, he actively sought out playground equipment that provided him with a sense of movement.

These behaviours became most noticeable during transitions or less structured parts of the day, when routines were more relaxed. At those times, Leo’s sensory seeking often increased, making it more difficult for him to concentrate on classwork or participate successfully in group play.

Presenting Characteristics and Context

Leo’s behaviours display a wide range of sensory seeking patterns. He frequently spins until he becomes dizzy, throws himself onto furniture, and enjoys rough-and-tumble play — although to others it can sometimes seem too intense. During mealtimes, he tends to favour crunchy foods and is often seen chewing on his shirt collar or the end of his pencil (Galpin, Osman & Paramore, 2018).

In the classroom, his teachers have observed that, although Leo is bright, his attention easily wanders. Tasks requiring listening and concentration are particularly challenging, and his progress has been impacted by difficulties with auditory filtering and sensory under-responsiveness (Ashburner, Ziviani & Rodger, 2008).

Socially, things are not always straightforward. His loud voice and lively play can seem intrusive or even aggressive, which can sometimes make it difficult for him to form lasting friendships. At home, his parents have also reported struggles with sleep. They frequently use deep-pressure activities before bed to help him settle.

Taken together, these patterns show how sensory seeking influences not only Leo’s behaviour, but also his learning, relationships, and overall well-being.

Leo’s behaviours align with sensory seeking patterns often observed in children whose sensory processing functions a bit differently. His strong desire for crashing, spinning, and other movement-based activities indicates that his body might not fully register these sensations unless they are very intense. By seeking them out, he aims to reach the level of alertness and comfort that feels right for him (Piccardi, Johnson & Gliga, 2020).

The same applies to his chewing and oral seeking. Biting his shirt collar or pencil is not just a habit but a way of providing his mouth with the sensory input it needs. These self-regulating strategies may appear unusual from an external perspective, but for Leo, they serve an essential purpose.

At school, the difficulties his teachers described with listening and filtering out background noise align with research showing that children who struggle in this area can find it more difficult to follow instructions and keep up with classroom learning (Ashburner, Ziviani & Rodger, 2008).

It’s essential to recognise that, although sensory processing disorder (SPD) is not acknowledged as a formal diagnosis in all classification systems, these kinds of sensory differences are frequently observed alongside conditions such as autism and ADHD (O’Donnell et al., 2012).

For Leo, the next step should be a thorough assessment by an occupational therapist specialising in sensory integration. This will help to create a clear understanding of his sensory profile and guide strategies that can support him both at home and in school.

Underlying Mechanisms of Sensory Seeking in Children

The reasons behind sensory seeking relate to how the brain processes and organises sensory information. In some children, this system functions differently.

One explanation, known as the optimal stimulation hypothesis, suggests that when children are under-responsive to everyday sensory input, they seek stronger sensations to elevate themselves to the necessary level of alertness (Piccardi, Johnson & Gliga, 2020). This is why activities like spinning, jumping, or crashing can feel irresistible — their bodies are craving the intensity that helps them function.

Another perspective, the information prioritisation hypothesis, suggests that some children may not register important sensory input clearly enough. As a result, they create or seek out additional stimulation to ensure their brains are paying attention (Piccardi, Johnson & Gliga, 2020).

For children like Leo, these differences can influence much more than just play. They can impact emotional regulation, attention, and how behaviour is managed in daily settings (Ashburner, Ziviani & Rodger, 2008). Although research has not yet definitively shown how sensory processing and behaviour are connected, there is increasing evidence, including reports from parents and teachers, that the two are linked (O’Donnell et al., 2012).

Supporting children with sensory seeking behaviours generally involves a range of strategies, with occupational therapy often playing a central part. Many therapists use sensory-based interventions (SBTs), which aim to help children regulate their sensory systems and achieve a calmer, more organised state. These might include activities that focus on movement (vestibular), body awareness (proprioceptive), touch, or sound.

Although the research on sensory integration therapy is still evolving, and some questions remain about its long-term effects, studies have shown encouraging results. Benefits have been observed in areas such as motor skills, planning and coordination, social interaction, attention, and behaviour (May-Benson & Koomar, 2010; Weitlauf et al., 2017).

A consistent message throughout the literature is the importance of early intervention. Children who receive support sooner, especially when developmental delays or sensory differences are identified, tend to have better outcomes overall (Daelmans et al., 2015; Blanche et al., 2016).

Strategies to support sensory seeking don’t just happen in the therapy room — they can be incorporated into a child’s daily environment at home and in school. One well-known method is creating a sensory diet. This is a personalised plan of activities distributed throughout the day to provide children with the input their bodies need in safe and structured ways. It might include access to fidget toys, weighted blankets, or planned movement breaks (Kaiser, Potvin & Beach, 2020).

For children who seek oral input, simple modifications can be beneficial. Chewy tubes, chewable jewellery, or crunchy snacks can serve as healthier alternatives to biting on collars, pencils, or other non-food objects (Galpin, Osman & Paramore, 2018).

Behavioural approaches can also have a positive impact. Interventions based on applied behaviour analysis principles assist children in developing new skills and decreasing behaviours that hinder learning or relationships. For example, using visual schedules and consistent routines can reduce anxiety, which can subsequently lessen the intensity of sensory seeking (Ho, Perry & Koudys, n.d.; Al-Rawi, 2019).

Above all, collaboration is essential. When therapists, parents, and teachers work together and consistently apply strategies, children are more likely to benefit across all areas of their lives (Clark et al., 2019).

Supporting children with sensory seeking behaviours is most effective when everyone involved is aligned. Collaboration among parents, teachers, health professionals, and other support staff ensures strategies are consistent and meaningful.

A key part of this understanding is recognising that many behaviours are not acts of defiance, but responses to unmet sensory needs. Reframing behaviours in this way enables adults to respond with empathy rather than punishment.

Children can also take part in the process. When provided with age-appropriate explanations about their own sensory preferences and needs, they can start to understand what helps them feel calm and focused. Over time, this can enhance their ability to communicate and advocate for themselves.

Finally, incorporating sensory-based strategies into daily routines is essential. Whether at home or in school, routines that feature structured movement breaks, access to fidget tools, or calming sensory activities can have a significant impact. Addressing sensory needs proactively often prevents difficulties from escalating and promotes better engagement in learning and relationships (Kaiser, Potvin & Beach, 2020).

Adult-Led Approaches to Supporting Sensory Seeking

Adult-led approaches are essential in creating environments where children with sensory seeking behaviours can flourish. The following strategies demonstrate how parents, teachers, and professionals can collaborate to make a difference.

• Educator Training
  Teachers and support staff gain practical skills in recognising sensory needs and adapting classroom routines (Kaiser, Potvin & Beach, 2020). With the right tools, they can respond calmly to behaviours, minimise conflict, and implement proactive strategies that support learning.
• Parental Guidance
  Parents often require clear advice on how to establish a sensory-friendly home, from creating calming spaces to providing safe sensory options. Support should also aim to help parents manage frustration and develop emotional regulation skills with their child. Open and honest communication with professionals ensures a consistent approach.
• Individualised Plans
  Personalised support plans, such as Education, Health and Care (EHC) plans in the UK, should explicitly address sensory needs. These plans can specify particular tools, strategies, and adjustments that suit the child’s unique sensory profile (Phelps, 2020).
• Promoting a Sense of Belonging
  Above all, children need to feel that they are part of their school community. Positive relationships with teachers and peers are essential, especially for those who face behavioural challenges. Supportive interventions can help build social confidence and enhance the child’s daily school experience.

Together, these adult-led strategies create a consistent, nurturing support system. By collaborating, adults can help children navigate their sensory environment with more ease and confidence.

Implementing support for children with sensory seeking behaviours is most effective when it is carefully planned and includes everyone involved in the child’s life. A step-by-step approach might look like this:

1. Initial Assessment
   Start with a comprehensive occupational therapy assessment to identify the child’s sensory processing patterns and how they impact daily living (O’Donnell et al., 2012). This forms the basis for targeted support.
2. Individualised Sensory Profile
   Create a sensory profile that highlights the child’s preferences and sensitivities. This profile can guide the development of a personalised sensory diet — a structured plan of activities to meet their needs in safe, suitable ways.
3. Environmental Modifications
   Adjust the child’s surroundings both at school and at home. In the classroom, this could mean flexible seating, access to fidget tools, or a quiet corner for self-regulation (Yi, Ghazali & Isa, 2019). At home, activities like heavy work (e.g., pushing, pulling, carrying) or sensory play bins can offer similar benefits.
4. Staff Training and Parent Education
   Equip adults with the knowledge they need. Training sessions for teachers and support staff can cover sensory processing and classroom strategies, while workshops or one-to-one guidance for parents can make home environments more supportive (Kaiser, Potvin & Beach, 2020).
5. Integration of Sensory Breaks
   Schedule short, regular breaks during the school day where children can move, stretch, or engage in deep pressure activities. These breaks help regulate energy levels, improve focus, and reduce the likelihood of disruptive behaviour.

Practical Steps for Supporting Sensory Needs

Practical strategies can significantly impact a child’s daily routine when incorporated effectively. These methods assist children in consistently managing their sensory needs, which helps prevent behaviours from escalating and promotes better participation both at home and in school.

Classroom Strategies

• Provide a sensory toolkit at the child’s desk with items such as resistance bands for chair legs, tactile fidgets, or a weighted lap pad.
• Use visual schedules to prepare for transitions, helping to reduce the anxiety that often triggers sensory seeking (Al-Rawi, 2019).
• Incorporate 'heavy work” activities, such as pushing chairs, carrying books, or tidying equipment, to offer proprioceptive input.
• Support auditory needs by providing noise-cancelling headphones for sensitivity or short music breaks for children seeking sound (Ashburner, Ziviani & Rodger, 2008).

Home-Based Support

• Create a sensory corner or space at home where the child can access calming or stimulating input as needed.
• Include rough-and-tumble play or deep pressure activities (such as bear hugs or rolling in blankets) as part of daily routines.
• Offer safe oral alternatives such as chewy toys or crunchy snacks.
• Establish consistent bedtime routines with soothing sensory input, such as warm baths, massage, or weighted blankets.

Communication

• Maintain open communication between home and school. Consistently share what is effective, what isn't, and any new observations to ensure strategies stay consistent across settings.

By integrating these steps into daily life, adults can help children manage their sensory needs proactively. This not only lessens challenging behaviour but also enables children to engage more fully in learning, play, and relationships.

Assessing whether strategies are effective for children with sensory seeking behaviours is just as vital as implementing them. A balanced approach combines both data and lived experiences to gain a complete understanding.

Ways to evaluate progress include:

• Behavioural Observations
  Monitor how often sensory seeking behaviours occur, their intensity, and their duration. Parents and teachers can use notes, simple rating scales, or frequency counts to observe if there are changes over time (Kaiser, Potvin & Beach, 2020).
• Standardised Assessments
  Use recognised tools such as the Short Sensory Profile (SSP) or Infant/Toddler Sensory Profile (ITSP). Completing these at regular intervals helps identify changes in a child’s sensory processing and their effect on daily life (O’Donnell et al., 2012).
• Functional Outcomes
  Focus on what truly matters: is the child more engaged in learning, more successful in play, better at daily routines, or calmer in their emotions? Monitoring participation in these everyday activities offers meaningful evidence of progress (May-Benson & Koomar, 2010; Ashburner, Ziviani & Rodger, 2008).
• Parent and Teacher Feedback
  Gather insights directly from the adults who know the child best. Questionnaires or informal interviews can highlight changes in stress levels, family dynamics, and classroom experiences (Kaiser, Potvin & Beach, 2020).
• Child Self-Report
  Where suitable for their age, involve the child in reflecting on their own progress. Short discussions, drawings, or simple rating scales can provide valuable insights into how in control they feel of their sensory world.

By integrating these varied perspectives, adults can develop a clearer understanding of how interventions are progressing — and modify strategies to guarantee that children’s sensory needs are fully addressed.

Measuring Effectiveness of Support Interventions

The effectiveness of interventions should be reviewed regularly so that strategies can be adapted as a child grows and their needs evolve. Progress is often observed in two main areas: changes in sensory-related behaviour and improvements in social and emotional well-being (Schoen, Miller & Flanagan, 2018).

In practice, this might mean a child is leaving their seat less frequently in class, can stay focused for longer periods, or exhibits fewer outward sensory seeking behaviours such as spinning or crashing (Ashburner, Ziviani & Rodger, 2008). Positive changes can also be observed in more subtle ways — for instance, when a child feels a stronger sense of belonging at school or develops more positive relationships with teachers and peers.

Alongside these observations, quantitative measures can clarify the situation. A noticeable decrease in specific behaviours (e.g., 30% fewer incidents recorded over a term), or higher scores on sensory processing questionnaires, can serve as concrete evidence that strategies are effective.

By gathering both data and lived experiences, parents and professionals can make informed, continuous decisions that ensure support remains responsive and effective.

Sensory seeking behaviours are a natural yet sometimes challenging aspect of childhood development. They indicate a child’s underlying need for additional sensory input and can influence how children learn, play, and form relationships both at home and in school.

This case study demonstrates that with proper understanding and support, these behaviours can be managed in ways that enable children to flourish. Practical strategies like personalised sensory diets, thoughtful environmental adjustments, and targeted training for adults can simplify daily life for children and those around them.

What makes the most significant difference is collaboration. When parents, teachers, and health professionals work together, children are more likely to feel understood and supported. Regularly reviewing strategies and adapting them as children grow helps ensure support remains relevant and practical.

Is sensory seeking the same as ADHD?
Not exactly. While some children with ADHD may show sensory seeking behaviours (like fidgeting, crashing, or constant movement), sensory seeking is not unique to ADHD. It can also be linked with autism, sensory processing differences, or occur in children without a diagnosis. The key is understanding why a child is seeking input — to help them feel regulated, not simply because they are inattentive.

What is a sensory diet?
A sensory diet is a personalised plan of sensory activities built into a child’s daily routine. Just like a food diet provides nutrition, a sensory diet provides the sensory input a child’s body needs to stay calm and focused. It might include activities like movement breaks, deep pressure exercises, or access to fidget tools.

Do children grow out of sensory-seeking behaviours?
For some children, sensory seeking decreases as they develop better self-regulation strategies. For others, especially those with autism or ADHD, sensory needs may continue into adolescence and adulthood. The goal isn’t to “stop” sensory seeking but to help children find safe, appropriate ways to meet their needs.

How can schools support children with sensory seeking behaviours?
Schools can help by offering flexible seating, scheduled movement breaks, quiet corners for regulation, and sensory toolkits in the classroom. Staff training is also essential so teachers can respond with empathy and adapt strategies to the child’s sensory profile.

When should parents seek professional support?
If sensory seeking behaviours significantly affect a child’s learning, sleep, social life, or daily routines, it’s a good idea to seek an occupational therapy assessment. Early support can help children develop effective coping strategies and prevent challenges from escalating.

Primarily, creating environments that support children’s sensory needs, rather than viewing them solely as issues to resolve, can enhance self-regulation, boost well-being, and give children the best opportunity to engage confidently with their surroundings.